Source: In the 20th cen , the values of / that the United States was founded on have changed in meaning and sense when applied to modern day America , nothing was ever equal .

Target: In the 20th century , the values that the United States was founded on have changed in meaning and sense when applied to modern day America , nothing was ever equal .

Response: In the 20th {cen=>century} , the values {of /=>} that the United States was founded on have changed in meaning and sense when applied to modern day America , nothing was ever equal .


Source: And today , since the invention and utilization of modern technologies such as computers life for americans moves at a much faster pace .

Target: And today , since the invention and utilization of modern technologies such as computers , life for Americans moves at a much faster pace .

Response: And today , since the invention and utilization of modern technologies such as computers {=>,} life for {americans=>Americans} moves at a much faster pace .


Source: People are more mobile , can work more , and buy more things , but time for relaxation and family are often substitued with T.V. In America , this growing individualistic society , one nolonger sees the realitive humanness between people , instead one sees the differences , the unlucky , the unsuccessfull , and attribute thier inadequacy to achieve to a lack of effort .

Target: People are more mobile , can work more , and buy more things , but time for relaxation and family are often substituted with TV . In America , this growing individualistic society , one no longer sees the relative humanness between people , instead one sees the differences , the unlucky , the unsuccessful , and attribute their inability to achieve to a lack of effort .

Response: People are more mobile , can work more , and buy more things , but time for relaxation and family are often {substitued=>substituted} with {T.V.=>TV .} In America , this growing individualistic society , one {nolonger=>no longer} sees the {realitive=>relative} humanness between people , instead one sees the differences , the unlucky , the {unsuccessfull=>unsuccessful} , and attribute {thier=>their} {inadequacy=>inability} to achieve to a lack of effort .


Source: With everyone moving at such a fast pace , the gaps are easy to miss , the voices of the mass media easily replace those voices that struggle to be heard .

Target: With everyone moving at such a fast pace , the gaps are easy to miss , the voices of the mass media easily replace those voices that struggle to be heard .

Response: With everyone moving at such a fast pace , the gaps are easy to miss , the voices of the mass media easily replace those voices that struggle to be heard .


Source: The parts of the new machine that need oiled and regulated .

Target: The parts of the new machine that need to be oiled and regulated .

Response: The parts of the new machine that need {=>to be} oiled and regulated .


Source: When Voltaire wrote Candide , a literary style known as Neoclassicism was at its peak .

Target: When Voltaire wrote Candide , a literary style known as Neoclassicism was at its peak .

Response: When Voltaire wrote Candide , a literary style known as Neoclassicism was at its peak .


Source: There was a group of scholars in France , l'Academie Français , that set guidelines for French literature .

Target: There was a group of scholars in France , l'Academie Française , that set guidelines for French literature .

Response: There was a group of scholars in France , l'Academie {Français=>Française} , that set guidelines for French literature .


Source: According to l'Academie Français , all literature of the Neoclassic period must follow the rules of propriety which regulated the author should avoid certain topics , including sex , violence , church , and state issues .

Target: According to l'Academie Française , all literature of the Neoclassical period must follow the rules of propriety which regulated the author should avoid certain topics , including sex , violence , church , and state issues .

Response: According to l'Academie {Français=>Française} , all literature of the {Neoclassic=>Neoclassical} period must follow the rules of propriety which {regulated=>regulated} the author should avoid certain topics , including sex , violence , church , and state issues .


Source: Another standard upheld by the Academie is the idea of verisimilitude , making literature as realistic as possible by keeping the time , setting and plot true to life .

Target: Another standard upheld by the Academie is the idea of verisimilitude , making literature as realistic as possible by keeping the time , setting and plot true to life .

Response: Another standard upheld by the Academie is the idea of verisimilitude , making literature as realistic as possible by keeping the time , setting and plot true to life .


Source: Voltaire , as a Neoclassicist , knew all these regulations and followed them in his literature .

Target: Voltaire , as a Neoclassicist , knew all these regulations and followed them in his literature .

Response: Voltaire , as a Neoclassicist , knew all these regulations and followed them in his literature .


Source: However , when writing Candide , Voltaire defied the Academie 's rules .

Target: However , when writing Candide , Voltaire defied the Academie 's rules .

Response: However , when writing Candide , Voltaire defied the Academie 's rules .


Source: Candide is a parody on the guidelines of Neoclassicism .

Target: Candide is a parody on the guidelines of Neoclassicism .

Response: Candide is a parody on the guidelines of Neoclassicism .


Source: Neoclassicists liked for literature to have good manners : they did not want to step on anyone 's toes by mentioning sex , violence , church , or state issues .

Target: Neoclassicists liked for literature to have good manners : they did not want to step on anyone 's toes by mentioning sex , violence , church , or state issues .

Response: Neoclassicists liked for literature to have good manners : they did not want to step on anyone 's toes by mentioning sex , violence , church , or state issues .


Source: In Candide Voltaire did not seem to mind stepping on toes - in fact , he did not mind smashing feet !

Target: In Candide , Voltaire did not seem to mind stepping on toes - in fact , he did not mind smashing feet !

Response: In Candide {=>,} Voltaire did not seem to mind stepping on toes - in fact , he did not mind smashing feet !


Source: Voltaire went beyond the comfort level when he mentioned sex .

Target: Voltaire went beyond the comfort level when he mentioned sex .

Response: Voltaire went beyond the comfort level when he mentioned sex .


Source: He told of the two girls of Orellion who were lovers of monkeys , and of the Baron who bathed with the Musselman and was punished for his homosexual act .

Target: He told of the two girls of Orellion who were lovers of monkeys , and of the Baron who bathed with the Muslim and was punished for his homosexual act .

Response: He told of the two girls of Orellion who were lovers of monkeys , and of the Baron who bathed with the {Musselman=>Muslim} and was punished for his homosexual act .


Source: Sex turned into violence when Cunegonde was being raped by a Barber , and witnessed his murder while he was on top of her .

Target: Sex turned into violence when Cunegonde was being raped by a Barber , and witnessed his murder while he was on top of her .

Response: Sex turned into violence when Cunegonde was being raped by a Barber , and witnessed his murder while he was on top of her .


Source: The wise old woman underwent the removal of a buttock by pirates , as well as experiencing rape .

Target: The wise old woman underwent the removal of a buttock by pirates , as well as experiencing rape .

Response: The wise old woman underwent the removal of a buttock by pirates , as well as experiencing rape .


Source: After the Baron is caught bathing with the Mussalman , he receives 100 lashes for his sin .

Target: After the Baron is caught bathing with the Muslim , he receives 100 lashes for his sin .

Response: After the Baron is caught bathing with the {Mussalman=>Muslim} , he receives 100 lashes for his sin .


Source: Candide stabs the Baron , a Jesuit Priest , after the Baron forbids Candides marriage to Cunegonde .

Target: Candide stabs the Baron , a Jesuit Priest , after the Baron forbids Candide 's marriage to Cunegonde .

Response: Candide stabs the Baron , a Jesuit Priest , after the Baron forbids {Candides=>Candide 's} marriage to Cunegonde .


Source: Ironically , although Voltaire mentions many acts of violence , each act is treated lightly : Cunegonde and the old woman both tell their tales of being defiled like an entertaining story in their conversations about their travels ; the Baron also continues his tale with style after telling of his beating ; and after Candide " kills " the Baron , he leaves to search for Cunegonde with no second thought until he reencounters the Baron later in his travels .

Target: Ironically , although Voltaire mentions many acts of violence , each act is treated lightly : Cunegonde and the old woman both tell their tales of being defiled like an entertaining story in their conversations about their travels ; the Baron also continues his tale with style after telling of his beating ; and after Candide " kills " the Baron , he leaves to search for Cunegonde with no second thought until he re - encounters the Baron later in his travels .

Response: Ironically , although Voltaire mentions many acts of violence , each act is treated lightly : Cunegonde and the old woman both tell their tales of being defiled like an entertaining story in their conversations about their travels ; the Baron also continues his tale with style after telling of his beating ; and after Candide " kills " the Baron , he leaves to search for Cunegonde with no second thought until he {reencounters=>re - encounters} the Baron later in his travels .


Source: The light attitude in which these acts of sex and violence are written shows the parody form in which Voltaire writes Candide .

Target: The light attitude in which these acts of sex and violence are written shows the parody form in which Voltaire wrote Candide .

Response: The light attitude in which these acts of sex and violence are written shows the parody form in which Voltaire {writes=>wrote} Candide .


Source: Voltaire chooses not to stay away from the church and state issues .

Target: Voltaire chooses not to stay away from church and state issues .

Response: Voltaire chooses not to stay away from {the=>} church and state issues .


Source: He attracts the hippocracy of the Church in the old woman 's father being the Pope .

Target: He attracts the hypocrisy of the Church in the old woman 's father being the Pope .

Response: He attracts the {hippocracy=>hypocrisy} of the Church in the old woman 's father being the Pope .


Source: When Candide visits the land of Eldorado , Voltaire shows the people 's perfect relationship to God : they only praise God because there is nothing they want from God .

Target: When Candide visits the land of Eldorado , Voltaire shows the people 's perfect relationship to God : they only praise God because there is nothing they want from God .

Response: When Candide visits the land of Eldorado , Voltaire shows the people 's perfect relationship to God : they only praise God because there is nothing they want from God .


Source: Voltaire uses this perfect relationship to God in an unrealistic situation to foil society 's imperfect relationship with God in the real world .

Target: Voltaire uses this perfect relationship to God in an unrealistic situation to foil society 's imperfect relationship with God in the real world .

Response: Voltaire uses this perfect relationship to God in an unrealistic situation to {foil=>foil} society 's imperfect relationship with God in the real world .


Source: Voltaire makes fun of aristocracy in his description of the Baron , who came from 71 generations of nobility but still lacks gentilesse .

Target: Voltaire makes fun of aristocracy in his description of the Baron , who came from 71 generations of nobility but still lacks gentility .

Response: Voltaire makes fun of aristocracy in his description of the Baron , who came from 71 generations of nobility but still lacks {gentilesse=>gentility} .


Source: Candide and his companions dine with 6 dethroned kings who represent the overimportance society places on hierarchy .

Target: Candide and his companions dine with 6 dethroned kings who represent the overimportance society places on hierarchy .

Response: Candide and his companions dine with 6 dethroned kings who represent the {overimportance=>overimportance} society places on hierarchy .


Source: In his portrayal of the utopian society of Eldorado , Voltaire toils the imperfections of our society .

Target: In his portrayal of the utopian society of Eldorado , Voltaire toils the imperfections of our society .

Response: In his portrayal of the utopian society of Eldorado , Voltaire {toils=>toils} the imperfections of our society .


Source: According the Lunde , 35% of homicide victims are killed by someone they know .

Target: According the Lunde , 35% of homicide victims are killed by someone they know .

Response: According the Lunde , 35% of homicide victims are killed by someone they know .


Source: Statistics from 56 are greater than Lundes ' thesis .

Target: Statistics from 56 are greater than Lundes ' thesis .

Response: Statistics from 56 are greater than Lundes ' thesis .


Source: Frustration is the main factor most implicated in these tragedies .

Target: Frustration is the main factor most implicated in these tragedies .

Response: Frustration is the main factor most implicated in these tragedies .


Source: Most cases are those of the " trigger puling the finger " .

Target: Most cases are those of the " trigger puling the finger " .

Response: Most cases are those of the " trigger puling the finger " .


Source: Today , racial prejudice still exists , but less action has taken place than 30 years ago .

Target: Today , racial prejudice still exists , but less activity has taken place than 30 years ago .

Response: Today , racial prejudice still exists , but less {action=>activity} has taken place than 30 years ago .


Source: Thirty years ago , minorities could n't ride a bus , vote , or go to school with white people .

Target: Thirty years ago , minorities could n't ride a bus , vote , or go to school with white people .

Response: Thirty years ago , minorities could n't ride a bus , vote , or go to school with white people .


Source: Desegragation reduced some prejudice , but it still exists .

Target: Desegregation reduced some prejudice , but it still exists .

Response: {Desegragation=>Desegregation} reduced some prejudice , but it still exists .


Source: The difference is , today social prejudice is not openly expressed as it was 30 years ago .

Target: The difference is , today , social prejudice is not openly expressed as it was 30 years ago .

Response: The difference is , today {=>,} social prejudice is not openly expressed as it was 30 years ago .


Source: I would tell the client to be extremely nice to that person and do favors for that person .

Target: I would tell the client to be extremely nice to that person and do favors for that person .

Response: I would tell the client to be extremely nice to that person and do favors for that person .


Source: That person would then feel obligated to do nice things back and return favors .

Target: That person would then feel obligated to do nice things back and return favors .

Response: That person would then feel obligated to do nice things back and return favors .


Source: This is based on eauity theory .

Target: This is based on equity theory .

Response: This is based on {eauity=>equity} theory .


Source: It would be better for the client to do nice things for the person that it would be to ask a favor of the person .

Target: It would be better for the client to do nice things for the person than it would be to ask a favor of the person .

Response: It would be better for the client to do nice things for the person {that=>than} it would be to ask a favor of the person .


Source: Someone who live in the north who comes to live in the south may not be prejudice toward Blacks at first .

Target: Someone who lives in the north who comes to live in the south may not be prejudiced toward Blacks at first .

Response: Someone who {live=>lives} in the north who comes to live in the south may not be {prejudice=>prejudiced} toward Blacks at first .


Source: After living in the south for a while , they may adopt southern attitudes toward Blacks and feel prejudice toward them .

Target: After living in the south for a while , they may adopt southern attitudes toward Blacks and feel prejudice toward them .

Response: After living in the south for a while , they may adopt southern attitudes toward Blacks and feel prejudice toward them .


Source: This is conformity .

Target: This is conformity .

Response: This is conformity .


Source: The same goes for Southerners who move north .

Target: The same goes for Southerners who move north .

Response: The same goes for Southerners who move north .


Source: They come to feel prejudice toward Jews .

Target: They come to feel prejudice toward Jews .

Response: They come to feel prejudice toward Jews .


Source: I know someone who has lived all over the world .

Target: I know someone who has lived all over the world .

Response: I know someone who has lived all over the world .


Source: He is prejudice toward Jews , Blacks , and Mexicans .

Target: He is prejudiced toward Jews , Blacks , and Mexicans .

Response: He is {prejudice=>prejudiced} toward Jews , Blacks , and Mexicans .


Source: He adopted white attitudes against minorities in the different regions he has lived in .

Target: He adopted white attitudes against minorities in the different regions he has lived in .

Response: He adopted white attitudes against minorities in the different regions he has lived in .


Source: Our country has been coined a " melting - pot " inferring that we all come from different that we all come from different background but have joined or melted together to produce homogeneous Americans .

Target: Our country has been called a " melting - pot " implying that we all come from different backgrounds but have joined or melted together to produce homogeneous Americans .

Response: Our country has been {coined=>called} a " melting - pot " {inferring=>implying} that we all come from different {that we all come from different=>} {background=>backgrounds} but have joined or melted together to produce homogeneous Americans .


Source: But a persons heritage , as we are realizing , is important to their sense of self and community .

Target: But a person 's heritage , as we are realizing , is important to their sense of self and community .

Response: But a {persons=>person 's} heritage , as we are realizing , is important to their sense of self and community .


Source: Ethnic American cultures have been reviving and trying to reestablish roots that were once lopped off to a model U.S. citizen .

Target: Ethnic American cultures have been reviving and trying to reestablish roots that were once lopped off to a model U.S. citizen .

Response: Ethnic American cultures have been reviving and trying to reestablish roots that were once lopped off to a model U.S. citizen .


Source: The differences they are rediscovering only add more color , flavor and excitement to that brewing " pot " of our people .

Target: The differences they are rediscovering only add more color , flavor and excitement to that brewing " pot " of our people .

Response: The differences they are rediscovering only add more color , flavor and excitement to that brewing " pot " of our people .


Source: However , some individuals and even groups of Americans are reacting negatively to this ethnic explosion ( seen most clearly through the arts ) .

Target: However , some individuals and even groups of Americans are reacting negatively to this ethnic explosion ( seen most clearly through the arts ) .

Response: However , some individuals and even groups of Americans are reacting negatively to this ethnic explosion ( seen most clearly through the arts ) .


Source: They do n't want to accept these differences .

Target: They do n't want to accept these differences .

Response: They do n't want to accept these differences .


Source: They choose to remain indifferent to the plights of their fellow Americans .

Target: They choose to remain indifferent to the plights of their fellow Americans .

Response: They choose to remain indifferent to the plights of their fellow Americans .


Source: As Ellie Weisel , author of such books as Night says about indifference : it is the opposite of everything good .

Target: As Ellie Weisel , author of such books as Night says about indifference : it is the opposite of everything good .

Response: As Ellie Weisel , author of such books as Night says about indifference : it is the opposite of everything good .


Source: The opposite of love , beauty , intelligence , light , joy , life and growth are not their familiar ontonyms but indifference .

Target: The opposite of love , beauty , intelligence , light , joy , life and growth are not their familiar antonyms but indifference .

Response: The opposite of love , beauty , intelligence , light , joy , life and growth are not their familiar {ontonyms=>antonyms} but indifference .


Source: Ethnic American literature tries to fight this indifference by vividly and uniquely expressing certain aspects of different American culture .

Target: Ethnic American literature tries to fight this indifference by vividly and uniquely expressing certain aspects of different American cultures .

Response: Ethnic American literature tries to fight this indifference by vividly and uniquely expressing certain aspects of different American {culture=>cultures} .


Source: The gamut of ethnic American literature is without bounds .

Target: The gamut of ethnic American literature is without bounds .

Response: The gamut of ethnic American literature is without bounds .


Source: Each group has its own peculiarities and attributes that make it 's writing unique .

Target: Each group has its own peculiarities and attributes that make it s writing unique .

Response: Each group has its own peculiarities and attributes that make it {'s=>s} writing unique .


Source: In many cases the words used in ethnic American literature reflect a knowledge of a different " mother tongue " .

Target: In many cases , the words used in ethnic American literature reflect a knowledge of a different " mother tongue " .

Response: In many cases {=>,} the words used in ethnic American literature reflect a knowledge of a different " mother tongue " .


Source: For instance , Native Americans poetry is more expressive and visual partly because their language is deeply rooted in the observation of the natural environment .

Target: For instance , Native American poetry is more expressive and visual partly because their language is deeply rooted in the observation of the natural environment .

Response: For instance , Native {Americans=>American} poetry is more expressive and visual partly because their language is deeply rooted in the observation of the natural environment .


Source: Chinese American Literature is philisophical / literal because their native language is so .

Target: Chinese American Literature is philisophical / literal because their native language is so .

Response: Chinese American Literature is philisophical / literal because their native language is so .


Source: African American literature is often melodious and rhythmic mirroring their similar achievements in Jazzy and Blues music .

Target: African American literature is often melodious and rhythmic , mirroring their similar achievements in Jazz and Blues music .

Response: African American literature is often melodious and rhythmic {=>,} mirroring their similar achievements in {Jazzy=>Jazz} and Blues music .


Source: All these examples ( and more ) give us some insight to other cultures we would otherwise never know .

Target: All these examples ( and more ) give us some insight into other cultures we would otherwise never know .

Response: All these examples ( and more ) give us some insight {to=>into} other cultures we would otherwise never know .


Source: The stories told in this genre of literature , however , are likely the most important aspect of Ethnic American literature .

Target: The stories told in this genre of literature , however , are likely the most important aspect of Ethnic American literature .

Response: The stories told in this genre of literature , however , are likely the most important aspect of Ethnic American literature .


Source: It is through the experiences of the characters that we learn about the different cultures in the United States .

Target: It is through the experiences of the characters that we learn about the different cultures in the United States .

Response: It is through the experiences of the characters that we learn about the different cultures in the United States .


Source: When we learn of the trials and hardships that they went through we can sympethize with their emotions and try to accept that diversity .

Target: When we learn of the trials and hardships that they went through , we can sympathize with their emotions and try to accept that diversity .

Response: When we learn of the trials and hardships that they went through {=>,} we can {sympethize=>sympathize} with their emotions and try to accept that diversity .


Source: The stories of black American slaves and of concentration camp victems are necessary to avoid indifference .

Target: The stories of black American slaves and of concentration camp victims are necessary to avoid indifference .

Response: The stories of black American slaves and of concentration camp {victems=>victims} are necessary to avoid indifference .


Source: Without learning about the past ( and present ) horrors there is no way to ensure future humanity .

Target: Without learning about the past ( and present ) horrors , there is no way to ensure future humanity .

Response: Without learning about the past ( and present ) horrors {=>,} there is no way to ensure future humanity .


Source: Ethnic American literature benefits U.S. citizens in many ways .

Target: Ethnic American literature benefits U.S. citizens in many ways .

Response: Ethnic American literature benefits U.S. citizens in many ways .


Source: It opens our eyes to the reality of the suffering of others .

Target: It opens our eyes to the reality of the suffering of others .

Response: It opens our eyes to the reality of the suffering of others .


Source: It gives us a fresh and new perspective on the world around us .

Target: It gives us a fresh and new perspective on the world around us .

Response: It gives us a fresh and new perspective on the world around us .


Source: It helps us to understand our personal relationships better .

Target: It helps us to understand our personal relationships better .

Response: It helps us to understand our personal relationships better .


Source: Most of all , it gives us more common ground on which to live , and grow , and prosper .

Target: Most of all , it gives us more common ground on which to live , and grow , and prosper .

Response: Most of all , it gives us more common ground on which to live , and grow , and prosper .


Source: Hopefully we will someday fulfill Elie Weisel 's goal and end indifference ; this literature is a step in the right direction towards acceptance in the diversity of our country .

Target: Hopefully , we will someday fulfill Elie Weisel 's goal and end indifference . This literature is a step in the right direction towards acceptance of the diversity of our country .

Response: Hopefully {=>,} we will someday fulfill Elie Weisel 's goal and end indifference {; this=>. This} literature is a step in the right direction towards acceptance {in=>of} the diversity of our country .


Source: Different is beautiful !

Target: Different is beautiful !

Response: Different is beautiful !


Source: Violence on television can be seen throughout the many channels that cable has to offer .

Target: Violence on television can be seen throughout the many channels that cable has to offer .

Response: Violence on television can be seen throughout the many channels that cable has to offer .


Source: With an average national TV viewing time of 7 1/4 hours daily , the prevalence of violence in broadcasts is a serious concern .

Target: With an average national TV viewing time of 7 1/4 hours daily , the prevalence of violence in broadcasts is a serious concern .

Response: With an average national TV viewing time of 7 1/4 hours daily , the prevalence of violence in broadcasts is a serious concern .


Source: Television programming in the United States is considered the most violent in advanced industrialized nations ( Hepburn 1 ) .

Target: Television programming in the United States is considered the most violent in advanced industrialized nations ( Hepburn 1 ) .

Response: Television programming in the United States is considered the most violent in advanced industrialized nations ( Hepburn 1 ) .


Source: Many children watch violent tv shows because the action thrills them and can sometimes cause the child to become violent .

Target: Many children watch violent TV shows because the action thrills them and can sometimes cause the child to become violent .

Response: Many children watch violent {tv=>TV} shows because the action thrills them and can sometimes cause the child to become violent .


Source: Violence is common in TV entertainment-- the dramas that portray stories about crime , psychotic murderers , police cases , emergency services , international terrorism , and war ( Hepburn 1 ) .

Target: Violence is common in TV entertainment-- the dramas that portray stories about crime , psychotic murderers , police cases , emergency services , international terrorism , and war ( Hepburn 1 ) .

Response: Violence is common in TV entertainment-- the dramas that portray stories about crime , psychotic murderers , police cases , emergency services , international terrorism , and war ( Hepburn 1 ) .


Source: Television violence is prevalent in the United States and some people disagree with its effects on children .

Target: Television violence is prevalent in the United States and some people disagree about its effects on children .

Response: Television violence is prevalent in the United States and some people disagree {with=>about} its effects on children .


Source: The V - chip is an electrical device that blocks out violent television shows .

Target: The V - chip is an electrical device that blocks out violent television shows .

Response: The V - chip is an electrical device that blocks out violent television shows .


Source: Some people , such as the Senate Commerce Committee , are not satisfied with it .

Target: Some people , such as the Senate Commerce Committee , are not satisfied with it .

Response: Some people , such as the Senate Commerce Committee , are not satisfied with it .


Source: The Senate Commerce Committee approved bills creating a partial ban on TV violence and a so - called report card that would identify stations carrying violent programming and the advertisers sponsoring it .

Target: The Senate Commerce Committee approved bills creating a partial ban on TV violence and a so - called report card that would identify stations carrying violent programming and the advertisers sponsoring it .

Response: The Senate Commerce Committee approved bills creating a partial ban on TV violence and a so - called report card that would identify stations carrying violent programming and the advertisers sponsoring it .


Source: The bills would apply to broadcasting and cable ( Stern 1 ) .

Target: The bills would apply to broadcasting and cable ( Stern 1 ) .

Response: The bills would apply to broadcasting and cable ( Stern 1 ) .


Source: Some of the proposals to antiviolence are as follows : the Senate V - chip , the House V - chip , a Technology Fund , a Violence Safe Harbor , and a Violence Report Card .

Target: Some of the anti - violence proposals are as follows : the Senate V - chip , the House V - chip , a Technology Fund , a Violence Safe Harbor , and a Violence Report Card .

Response: Some of the {proposals to antiviolence=>anti - violence proposals} are as follows : the Senate V - chip , the House V - chip , a Technology Fund , a Violence Safe Harbor , and a Violence Report Card .


Source: These proposals could work if Congress had some support .

Target: These proposals could work if Congress had some support .

Response: These proposals could work if Congress had some support .


Source: The National Association of Broadcasters accused the Senate of " piling on a stream of proposals to build up an unprecedented federal censorship bureaucracy " .

Target: The National Association of Broadcasters accused the Senate of " piling on a stream of proposals to build up an unprecedented federal censorship bureaucracy " .

Response: The National Association of Broadcasters accused the Senate of " piling on a stream of proposals to build up an unprecedented federal censorship bureaucracy " .


Source: The NAB also insisted that broadcasters already have responded to concerns over violence on television ( Stern 1 ) .

Target: The NAB also insisted that broadcasters already have responded to concerns over violence on television ( Stern 1 ) .

Response: The NAB also insisted that broadcasters already have responded to concerns over violence on television ( Stern 1 ) .


Source: Some television shows show violence because it appeals to adult viewers .

Target: Some television shows show violence because it appeals to adult viewers .

Response: Some television shows show violence because it appeals to adult viewers .


Source: If a certain plot involves a murder , then the murder must happen .

Target: If a certain plot involves a murder , then the murder must happen .

Response: If a certain plot involves a murder , then the murder must happen .


Source: Some people may not want the actual murder to be shown , but that is up to whomever is writing the television show .

Target: Some people may not want the actual murder to be shown , but that is up to whomever is writing the television show .

Response: Some people may not want the actual murder to be shown , but that is up to whomever is writing the television show .


Source: Many made for television movies say that it may contain violent scenes and that viewer discretion is advised , but how many parents actually watch television with their teenager ?

Target: Many made - for television movies say that they may contain violent scenes and that viewer discretion is advised , but how many parents actually watch television with their teenager ?

Response: Many made {=>-} for television movies say that {it=>they} may contain violent scenes and that viewer discretion is advised , but how many parents actually watch television with their teenager ?


Source: An exhaustive examination of the broadcast networks ' programming during the 1995 - 1995 season has concluded that sinister combat violence ' pervades a significant number of Saturday - morning cartoons ( Jensen 1 ) .

Target: An exhaustive examination of the broadcast networks ' programming during the 1995 - 1995 season has concluded that sinister combat violence pervades a significant number of Saturday - morning cartoons ( Jensen 1 ) .

Response: An exhaustive examination of the broadcast networks ' programming during the 1995 - 1995 season has concluded that sinister combat violence {'=>} pervades a significant number of Saturday - morning cartoons ( Jensen 1 ) .


Source: How much violence is there ?

Target: How much violence is there ?

Response: How much violence is there ?


Source: The most violent cartoons are ' Teenage Mutant Ninja Turtles ' , ' Spider Man ' , and some ' Bugs Bunny ' episodes with Elmer Fudd .

Target: The most violent cartoons are ' Teenage Mutant Ninja Turtles ' , ' Spider Man ' , and some ' Bugs Bunny ' episodes with Elmer Fudd .

Response: The most violent cartoons are ' Teenage Mutant Ninja Turtles ' , ' Spider Man ' , and some ' Bugs Bunny ' episodes with Elmer Fudd .


Source: As for the shows containing sinister combat violence , well that is strictly up to the viewer to decide .

Target: As for the shows containing sinister combat violence , well that is strictly up to the viewer to decide .

Response: As for the shows containing sinister combat violence , well that is strictly up to the viewer to decide .


Source: The cause for television violence is to add texture to the show and not to poison children 's minds .

Target: The reason for television violence is to add texture to the show and not to poison children 's minds .

Response: The {cause=>reason} for television violence is to add texture to the show and not to poison children 's minds .


Source: The infamous V - chip may stop some shows from being shown to children , but one day that child will see violence and they will have to deal with it , rationally or not .

Target: The infamous V - chip may stop some shows from being shown to children , but one day that child will see violence and they will have to deal with it , rationally or not .

Response: The infamous V - chip may stop some shows from being shown to children , but one day that child will see violence and they will have to deal with it , rationally or not .